New approach lifts Maori students' achievement

A
research project, Te Kotahitanga, has shown significant
evidence of improvements in Maori students’ achievement
through a new approach to teaching, Education Minister
Trevor Mallard and Associate Education Minister Parekura
Horomia said today.

The ministers today released a report
on the first phase of Te Kötahitanga, a study aimed at
identifying what works in education for underachieving Mäori
students and what doesn’t.

The research was conducted by
Professor Russell Bishop and a research team from the
University of Waikato along with the Poutama Pounamu
Research and Development Centre, Group Special Education,
Ministry of Education.

Trevor Mallard and Parekura Horomia
said the in-depth research had important implications for
Maori education and would be a useful approach for teachers
and their professional development.

“This government is
committed to ensuring that all our children have the
opportunity to reach their full potential in education. We
are putting a real focus on using research like this to help
lift Maori student achievement, as it puts the spotlight on
what actually works in practice, in the mainstream
classroom.

“It also shows ways to keep students enthused
and excited about learning," the ministers said.

The Te
Kötahitanga research looked at the experiences of Year 9 and
10 students in mainstream classrooms in four schools.

As
a starting point for the research, students, their parents,
teachers and principals were interviewed to find out what
they thought were the best ways to improve Mäori educational
achievement.

A professional development programme for
teachers was developed where student experiences were used
to challenge teachers' thinking about how classroom
experiences could be improved.

"The research clearly shows
that it's the quality of the in-class, face-to-face
relationships and interactions between students and their
teachers that makes the difference,” the ministers said. The
need for a classroom environment that's culturally
appropriate and responsive to the learning needs of Mäori
students was identified early on.

Teachers in the project
focussed on changing their teaching practice to create an
environment where there was improved interaction and a
better relationship between students and teachers.

The
professional development programme, with 11 teachers from
the four schools, was followed up with visits by the
researchers to the teachers involved. The teachers also
attended a five-day wänanga (professional development
seminar).

"Even though this initial study was small, the
report says there is significant evidence of reduced
absenteeism, improvements in work completion and increased
levels of attendance and achievement among the students
involved, " the ministers said.

"We are looking forward to
this valuable work being extended further next year with 12
other schools becoming involved in the project."

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